Unit 1 You and Me Section A (Grammar Focus)教学设计 2025-2026学年人教版英语七年级上册

人教版七年级上册英语Unit 1 You and Me Section A (Grammar Focus)教学设计 语篇研读 - 【What】：Liu Yu 介绍自己和新同学或好朋友。 - 【Why】：在新环境中，迅速让他人了解自己以及自己的同学并向世界传播中国文化，树立文化自信。 - 【How】：介绍的基本信息的结构包括姓名，年龄，国家地区，最喜欢的动物和最喜欢的中国食物。在介绍自己和他人时都融入了中国元素（如中国象征之一——大熊猫，以及成都及川菜），引导学生传播中国文化，树立文化自信。 学情分析 学生通过前几个单元的学习，对 be 动词与代词的搭配已有初步感知，也可简单从姓名、年龄、国家地区、年级班级等方面介绍自己和他人；但缺乏系统化梳理、整合能力及抽象总结语法结构的能力。因此需引导学生通过观察、小组探究整合知识，总结介绍关键词并拓展，搭建写作脚手架。 课标要求 - ☐ 能听懂发音清晰、语速较慢的简短口头表达，获取关键信息。 - ☐ 能围绕相关主题，运用所学语言与他人日常交流，语音、语调、用词基本正确，表达比较连贯。 - ☐ 能正确总结一般现在时里 be 动词的各种用法。 - ☐ 能正确使用人称代词。 教学目标 通过本节课学习，学生能够： 1. 根据例句，总结归纳一般现在时中 be 动词的用法和代词的搭配。（学习理解） 2. 正确使用主谓一致 be 动词进行简单自我介绍，梳理自我介绍的主要内容和句型。（学习理解、应用实践） 3. 在小组中，利用所学语法、总结内容和句型互相进行自我介绍并介绍组内其他成员。（迁移创新） 教学重难点 - 学习重点：正确使用 be 动词进行简单自我介绍。 - 学习难点：向同学和老师介绍组内其他成员。 核心语言 - 【语法知识】：总结 be 动词在一般现在时里的用法；总结人称代词的用法。 - 【核心句型】： - I am ... years old. - I am from ... . - I live in ... with ... . - My favorite .... is ... . - I like .... . - She/He is ... years old. - She/He is from ... . - She/He lives in ... with ... . - My/Her/His/My mother’s favorite .... is ... . - She/He likes .... . 教学工具 ：PPT，教材 教学策略 ：情景体验式教学、启发式教学、任务型教学、游戏教学法 预设问题 ： 学生在创编介绍他人的短文时可能会产生无话可说或表达用词不准确的现象。 解决方案 ： 通过跟读录音、原文内容角色扮演、看图填空辅助对话、提供对话素材和框架辅助创编短文等循序渐进的活动，引导学生灵活运用目标语言进行对话。 教学过程 Teaching Procedures Part 1: Situational Introduction (3 mins) Teaching Activities: The teacher initiates a warm greeting, such as “Good morning, class! Let’s start by sharing how you feel today using ‘I am...’. For example, ‘I am excited today.’” Displays pictures depicting students introducing themselves in a new classroom (e.g., a student chatting with a classmate, with speech bubbles like “Hi, I’m Lucy. What’s your name?”). Guides students to complete the dialogues by filling in the blanks with appropriate be verbs (am/is/are) and pronouns. Students’ Activities: Observes the pictures closely, discusses with a deskmate, and fills in the dialogue blanks. Practices reading the completed dialogues aloud. Design Intentions: Stimulates interest and activates prior knowledge through relatable scenarios. Helps students 初步 perceive be verbs and pronoun collocations in context. Part 2: Learning & Understanding (10 mins) Teaching Activities: Analyze Sentence Types: Directs students to the Grammar Focus section. Asks, “What kind of sentences are these? Statements or questions? Let’s identify them together.” (e.g., “I am Chinese.” is a statement; “Are you from Sichuan?” is a question). Identify Be Verbs: Guides students to read sentences, circle am/is/are, and match them to pronouns. Writes examples on the board: “I __ am __ a student.” / “You __ are __ my friend.” / “He __ is __ from China.” Group Discussion & Summary: Organizes students into groups of 3–4. Prompts, “Discuss: When do we use am/is/are? Let’s find the pattern!” (e.g., “I” uses am; “you” uses are; singular third-person he/she/it uses is; plural subjects use are). Guided Practice: Assigns exercises (e.g., fill-in-the-blanks, multiple-choice questions) to reinforce rules. Walks around to check work and provide instant feedback. Students’ Activities: Classifies sentences into statements/questions. Circles be verbs and matches them to pronouns. Discusses in groups, summarizes rules, and shares with the class. Completes exercises independently and checks answers with peers. Design Intentions: Develops analytical skills through sentence analysis. Encourages collaborative learning and rule-summary abilities. Uses practice to solidify grammar knowledge. Part 3: Application & Practice (11 mins) Teaching Activities: Task 3b Completion: Guides students to complete Textbook Task 3b (matching sentences to correct be verbs). Asks, “Look at the subject in each sentence. Which be verb fits? Use the rules we learned!” (e.g., “____ (He) ____ from America.” → “He is from America.”). Task 3c & Presentation: Assigns Task 3c (filling in a passage about a friend with be verbs). Sets a 3-minute time limit. Invites volunteers to read their passages aloud, then provides corrections and praise. Summarize Introduction Key Points: Draws a mind map on the board for “Introducing Yourself/Others” (categories: Name, Age, From, Favorite Food/Animal, Hobby). Guides students to list their own information (e.g., “My name is... I am... years old. I am from... My favorite food is...”), then practice introducing a group member using the same structure. Students’ Activities: Analyzes subjects and chooses correct be verbs for Task 3b. Reads the passage, fills in be verbs, and presents their work. Creates introduction notes using the mind map, then introduces a classmate in pairs. Design Intentions: Reinforces grammar via textbook tasks. Builds a “writing scaffold” with the mind map to improve structured expression. Promotes peer interaction and knowledge application. Part 4: Transfer & Innovation (11 mins) Teaching Activities: Interview & Introduction Task: Launches a “Get to Know Your Classmate” activity. Students interview a partner (e.g., “What’s your name? How old are you? Where are you from? What’s your favorite food?”). Then, they introduce their partner to the class using complete sentences: “This is... He/She is... years old. He/She is from... His/Her favorite food is...”. Peer Feedback: Encourages students to listen and give feedback (e.g., “Did they use be verbs correctly? Is the information clear?”). Provides positive comments and corrects minor errors. Students’ Activities: Interviews a classmate, takes notes, and prepares an oral introduction. Presents the introduction and listens to peers’ feedback. Design Intentions: Applies grammar and sentence patterns in real communication. Enhances speaking skills and confidence. Fosters peer learning through feedback. Part 5: Review & Summary (2 mins) Teaching Activities: Leads a class-wide review: “Let’s recall! Who can summarize be verb usage? What are the key points for self-introduction?” Rewrites be verb rules on the board (e.g., “I → am; You → are; He/She/It → is; We/You/They → are”) and reviews the introduction mind map. Students’ Activities: Actively participates, recalls rules/key points, and repeats the summary with the teacher. Design Intentions: Systematically consolidates knowledge, helping students form a clear cognitive structure. Part 6: Exam Focus Explanation (5 mins) Teaching Activities: Presents common exam questions (e.g., multiple-choice: “____ and Tom are good friends. A. I B. Me”). Explains tips: “Remember subject-verb agreement and pronoun cases! Note pronoun order (e.g., ‘Tom and I’ instead of ‘I and Tom’).” Solves sample questions step by step. Students’ Activities: Listens attentively, takes notes on key points (e.g., pronoun order, subject-verb agreement), and asks questions about confusing topics. Design Intentions: Connects classroom learning to exams, helping students master test-focused skills and avoid common mistakes. Part 7: In-Class Practice (3 mins) Teaching Activities: Distributes a short exercise sheet (e.g., fill-in-the-blanks: “1. ____ (She) ____ a student. 2. We ____ (be) happy to see you. 3. ____ (You) ____ from Shanghai, right?”). Asks students to complete it in 2 minutes. Quickly reviews answers and explains errors. Students’ Activities: Completes the exercise independently, then checks answers with the teacher. Design Intentions: Instantly assesses mastery, identifies weak points, and provides timely reinforcement. Part 8: Homework Assignment Teaching Activities: Assigns differentiated homework: Level B (Grammar Consolidation): Create a mind map summarizing be verb usage (include examples for each rule). Level A (Communication Practice): Introduce your new friend to your family (write a short passage or make a video, using the structure we learned). Emphasizes real-life application over mechanical repetition. Students’ Activities: Records the homework and completes it based on their level. Design Intentions: Implements the “double reduction” policy: reduces repetitive tasks, increases practical application. Caters to different levels to ensure all students benefit. Blackboard Design Left Side (Be Verb Rules): Right Side (Introduction Structure): I (我) → am You (你/你们) → are He/She/It (他/她/它) → is We/You/They (我们/你们/他们) → are Singular → is; Plural → are. Tips: 一提 (Raise the subject), 二改 (Change be verb), 三问号 (Add a question mark) for questions. How to Introduce Yourself or Others? ① Name: ____ ② Age: ____ years old ③ From: ____ ④ Favorite Food: ____ ⑤ Favorite Animal: ____ ⑥ Hobby: ____ Teaching Reflection The task-based approach strengthened text comprehension. Centering on students, we created dialogue scenarios to promote autonomous cooperation. Highlighting language’s pragmatic function and integrating Chinese culture (e.g., mapo tofu, pandas) enabled real-world application, enhancing comprehensive language ability. Group discussions stimulated enthusiasm, encouraging students to discover grammar rules independently. However, future lessons should better support slower learners with individualized guidance. 学科网（北京）股份有限公司 $$